LANGUAGE ARTS CURRICULUM GUIDE

LEVEL 4
LISTENING

OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
ATTENTIVE Listen attentively Listening and Listen with the  Listening Listening then  Listen to Listening and
LISTENING in order to responding to entire body. means telling what sounds in the responding to
Response to hear/receive what is heard. more than was heard so as environment content related
sounds information and Look at speaker just to distinguish and identify sounds in all
respond Listening and show hearing. between specific other core areas.
appropriately. attentively in interest in what To listen is listening and sounds
order to is said. to pay hearing. heard.
hear/receive attention  Listen to a
information and A willingness to and to hear Determining radio
extracting be polite and means to whether one programme
appropriately courteous when be aware can hear and answer
information. one is speaking. of. without questions
listening about what
 One through was heard.
should not demonstration.
be easily
distracted Listening and
by answering
compet- questions on
ing noises speech
but try to delivered at
focus on assembly.
the
message.

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 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
 To listen is Taking
to make an messages from
effort to one person to
hear or to another.
give
attention. Listening to
 To hear is read alouds and
to perceive presenting what
with the was heard
ear, be orally or by
informed, illustrations.
find out
but under- Responding
stand for appropriately to
e.g. bell for fire drill
 Speech and bell that
delivered signals
at assembly,
Assembly dismissal etc. of
 Messages school.
to class-
mates, Listening and
teachers, extracting
Head- pertinent
mistress. information.
 Warning
sounds of
ambu-
lance, fire
engine,

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 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
screams,
guns,
police
siren’s bell
for fire
drill.
 Sounds of
pleasure;
 laughter,
 music
 applause
 Advice
from
doctor.
Directions/ Practise attentive Listening, Show Directions/ Listening to Listen and Listen and follow
Instructions listening which is recalling and willingness to Instructions directions/ follow instructions to
important for following oral obey/follow/ are important instructions instructions to carry out tasks in
following oral directions to respond to for finding given by make Science,
directions/ complete given given places or teacher or 1. a kite Social Studies,
instructions and to tasks such as instructions. completing classmates. 2. a picture Physical
complete specific taking messages tasks. dictionary Education and
tasks. or conducting Willingness to Repeating 3. fruit salad Art & Craft.
experiments. ask questions Listen directions in the
for clarity. attentively in correct
order to sequence to
follow self.
directions/
instructions. Identifying key
words
important for
completing

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 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Listen for tasks.
sequentially Listening to
related words tape recordings
such, as first, of directions.
second.
Following those
Directions/ directions to
Instructions complete
- Find a specific tasks.
place e.g.
shop, Playing
church, directions/
school. instruction
- Use related games.
equipment
e.g. pencil
sharpener,
games,
toys
- Solve a
problem
e.g.
Mathema-
tical
- Make
something
e.g. a
paper
aeroplane,
boat or a
picture.

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 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
- Carry out
an experi-
ment or
play a
game.
Sequence Recognise that Listening and Willingness to Identification Identifying key Listen to a Listening to and
and signal words and perceiving an do things in the of sequentially words that paragraph and responding to
Organisation timelines are organization then correct order. related words denote then arrange sequence related
important for continuing a and time lines sequence in jumbled activities such as
understanding sequence. such as dates passages. sentences in the - How to play a
sequences. These are necessary correct sequence. game in
are also necessary for Listening to Physical
for continuing a sequencing. specific Listen to a story Education.
sequential (i) Continuous passages with and retell it in - How to
organization of Processes sequences and the correct complete
maybe written - The Water identifying sequence. specific
instructions. Cycle signal words problems in
- Life Cycle and time lines. Arrange pictures Maths.
of an in sequential - How to
Insect. Examples of order after conduct
- Cooking a such words are listening to experiments
meal. (1) first, stories. in Science.
- Assemb- second,
ling an third, Rearrange
appliance. finally, at sentences in
- Growing the same specific
Plants. time, sequence after
before, listening to
after, passage.
(2) yesterday,
last week,

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 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
(ii) Story- last
Telling month, in
- The 1979 …
Ginger-
bread Boy. Listening to
- Alice in specific parts of
Wonder- a process and
land. continuing to
- Annancy the end.
and the
Plantains. Listening to
- The Dog stories and
and the retelling
Bone. important
events in
sequence.

Listening to the
beginnings of
stories and
continuing to
the end.

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 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Listening Listen and use Listening Willingness to The main idea Listening to  Listen to a Attempt to
Comprehen- summary skills to attentively to present gives the stories and short story or summarize
sion present the essence selections and summarized frame or creating titles poem then content heard in
 Main of what is heard identifying the versions of synopsis of for stories write an all core areas.
Idea and e.g. from news main idea and what was heard. the story. heard. appropriate
Details (radio) messages, details. title for it.
stories, incidents. The important Doing
details support Illustrations of  Select an
the main stories heard. appropriate
ideas. title from a
- Short Retelling a given set of
Stories story heard in titles after a
- Paragraphs one sentence. listening
from other activity then
content Identifying give reasons
areas. plot, characters, for choice
- Poems. setting, made.
- News problems and
paper events.
articles.
- Experi- Listening to
ence interviews and
- Books answering
- Interviews questions to
bring out the
main idea.

7
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
RESPON- Listening Listening, Respond Courteous Listening Ask questions Contribute to
SIVE attentively in order responding and appropriately to Listening courteously about what was conversations in
LISTENING to respond contributing to oral when someone heard. all core-areas.
 Conver- appropriately in a discussions. communication - awaiting is speaking.
sation conversation or to regardless of one's turn
contribute to a the speaker or to speak Asking
conversation or topic. questions at the
lesson. - awaiting appropriate
Respect each one's turn time.
other's opinions. to ask
questions. Asking
questions to
- contribute clarify what is
to said.
conversa-
tion while Giving
in group information to
setting. contribute to
conversations
in groups.

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 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
APPRECIA- Listen attentively Listening and Respond to Songs, poems Listening to Answer Show
TIVE AND to stories, songs, responding rhymes and and stories stories read by questions about a appreciation for
CREATIVE poems and rhymes appropriately to moods in story give teacher/pupils. story. listening activities
LISTENING which give stories, poems or or song. enjoyment. according to the
enjoyment because songs heard. Identifying Discuss the mood the
of the mood and Empathize with Favourite mood of stories pleasant aspect activities convey.
tone they convey. Responding to characters in a stories, heard. of stories, music - dramatizing
the mood of story. poems, songs. or poems heard. - dancing
stories and Dramatising - singing
dramatizing Use trial and Stories based stories.
stories and error to develop on different
poems. personal verses, morals e.g. Saying why
anthologies, etc. kindness, they like or
obedience. dislike a story.
Showing
appreciation for Different Listening to
poems, songs, kinds of recorded music
and rhymes. stories, fairy and doing
tales, interpretive
Listen for adventure dances.
recreational stories,…
purposes. Clapping to the
Recorded rhythm of
music. music and
poems.

Working with
others in groups
to write and
publish in the
classroom.

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 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
CRITICAL Listening carefully Listening Predict To predict is Listening to Predict the Predict outcomes
LISTENING and predicting carefully to titles outcomes to foretell parts of stories. outcome of a of stories related
Predicting outcomes by and beginnings without bias or what will selected story to
Outcomes grasping the main in order to prejudice. happen. Predicting and say why that (i) Science
idea thus making predict the outcomes for prediction was (ii) Social
full use of thinking outcomes of Stories same. made. Studies
skills. stories. - The Boy (iii) Mathematics
who Confirming or (iv) Health
always disconfirming Education
shouted outcomes.
"Wolf".
Discussing why
- The Hare some
and the predictions can
Tortoise. be confirmed
and some
cannot.

Drawing some
aspect of the
story.

Using situations
to predict
outcomes.

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 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Judgement or Listen keenly and Listening and Make decisions To make a Discussing the Listen to a story Form judgements
Opinion critically in order making and judgements. judgement or meaning of and present an about solutions to
to give an opinion judgements or form an judgement/ opinion about it problems related
and also make articulating an opinion of opinion. e.g. to the four core
important opinion. what is heard I think it is a ___ areas.
decisions. is to listen Listening to story because it
carefully and stories and is ____.
demonstrate telling why
good sense. they like or
- Articles dislike specific
from characters.
Newspa-
pers Making
- Stories judgements
- Books about type of
- Talks stories/moral
etc.
Cause-effect Listen in order to Listening to and Generate There is Listening to Identify cause Identify cause and
Relationship. engage in problem helping to solve solutions to outcome situations and and effect from effect according
solving for the a problem. difficult according to identifying the stories heard. to situation in
development of problems or specific problem. 1. Social Studies
life skills and for dilemmas. problems. 2. Science
good decision Discussing in
making. Willingness to Use of stories. pairs and in
resolve small groups
conflicts. the effect of
problems.

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 LANGUAGE ARTS CURRICULUM GUIDE
LEVEL 4
SPEAKING

OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
SPEAKING Realise that stories Relating a story Demonstrate  Story – Listening then Relate the main Social Studies
Recall of or events can be or an event confidence Telling relating or ideas of stories Recall of stories
Story understood if they accurately and while relating retelling or events heard. related to
are related with clarity. story or event.  A variety different kinds historical events
accurately and of stories of stories of e.g. Mashramani.
with clarity to give Show e.g. their choice.
a clear picture of willingness to folktales,
the sequence. present synopsis fiction, Identifying the
of stories heard. non- sequence of
fiction, events.
science
fiction, Responding to
adventure questions
and designed to
mystery point out the
stories. sequence of
stories.
 Popular
Events. Working in
groups to retell
stories and to
dramatize them.

12
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Dramatiza- Realize that Dramatizing Empathize with Dramatization Presenting Dramatize a Dramatizing
tion stories, poems or given stories, characters in means to act story, poem or given story, short situations related
an idea can be poems and skits stories or skits. out a story, idea from play or poem. to
acted out. This to present an poem, kit or which children - Social Studies
dramatization illustration of the Practise idea. were - Science
encourages game. appropriate encouraged to - Mathematics
socialization social One needs to create.
among pupils. behaviours use
through appropriate Reading the
dramatization. vocabulary, story over and
expression, over to know it
Practising tone to well.
appropriate produce the
intonation. desired effect. Telling the
story to
Some stories classmates in
are exciting their own
(filled with words.
action) or
funny and can Choosing a
be acted out. character that
they like.
Stories –
fiction or non Thinking about
fiction, short what they
plays, skits. would do if
they were the
character.

13
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Dramatizing the
story, poem or
skit.
Expressing Express personal Listening to Show Opinions are Expressing Read an article Express opinions
Opinions opinions share given facts and appreciation for statements opinions about which presents a related to
feelings about being able to opinions of which tell persons, places, current issue and - Social Studies
specific topics to give personal others. what someone things and express opinions topics
develop oral skills. opinions based thinks or events. about it. - Science
on the facts Show believes to be
heard. thoughtfulness true but Expressing
in giving cannot be likes or dislikes
opinions so as proven. about persons,
to avoid hurting places, things
anyone's Discussion on and events also
feelings. current or stating reasons
important for likes or
Show issues. dislikes.
confidence
when speaking - Use of the Listening to
by expressing television other people's
opinions - Books that opinions and
publicly. are forming
interesting conclusions.
Express - Our
opinions School Asking
without Library questions after
inhibitions. - Riding to listening to
school other people's
opinions.

14
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Description Develop an Describing a Show interest as Descriptions Studying Describe a given Describing
appropriate picture, scene or others describe means to tell pictures and picture or object pictures of
descriptive actual object scenes, pictures in words how giving detailed using appropriate - animals
vocabulary to using appropriate or events. a person, descriptions vocabulary to - plant life
present word language to place, thing or using language present a vivid - nature walks
pictures of given present a vivid Use interesting event looks, or related to the picture.
scenes, pictures or picture. language to behaves. five senses.
events. hold the interest
of listeners ACTIVITIES Participating in
while Picture study. field trips
describing. around the
Field trips school
around the environment
environment. and describing
something seen.
Group
discussions. Describing
animals in their
habitat.

15
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Poetry Recite rhymes and Reciting poem Use good voice Rhymes and Selecting In groups of five Science
poems with using natural control when poems are poems then choose a familiar Recite poems
rhythm and tempo intonation and reciting poem. meant to be reading them poem and recite about nature.
to derive pleasure correct read and aloud together. for the class.
for Oral Language pronunciation to Show heard. Social Studies
Development. bring out appreciation for Discussing the Recite poems
meaning. poetry. Poems text of the based on
- favourite poems. different…
Recite poem poems cultural activities.
with good voice - poems Discussing how
quality so as to composed the poem
express the in class makes you feel.
mood of the
poem. Listening as
others recite
poems.

Imagining what
the poem is
telling you
about.

Reciting poems
together.

Choral
speaking.

16
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Oral Reports Present summaries Reporting Show a sense of Reports are Discussing how Give oral report Social Studies
of events that accurately on a organization of accounts or reports are on: Reporting on field
occurred giving a project subject matter - news done. trips
view to others who undertaken using when presenting - events - an
may have been correct oral report on a - opinions Working in experiment Science
about or who grammatical trip or a project. - or groups to that was Reporting on
would like to learn structures. - reproducti prepare reports. done in the Experiments.
about the activity. Willingness to on of a Science
share speech Planning a class. Art & Craft
experiences beginning Reporting on
with others. Reports sentence that - a field trip different projects
should be would interest that was e.g. collage,
clear, accurate your reader. undertaken. ceramics.
and presented
in sequence. Using an - a Social
object, a Studies
Reporting is picture, or a project done
done to story to make in class e.g.
- share your report report on
stories interesting. how a model
read/heard was made.
- share news Discussing
- share content of the
experi- reports.
ments
- share Presenting oral
experi- reports to class.
ences had

17
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Listening
attentively and
asking
questions after
reports have
been presented.

Practising
correct
grammatical
structures when
presenting oral
reports.

Presenting
reports in
logical order.

18
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Discussion Participate in Contributing to Appreciate the Topics of Discussing Choose an Social Studies:
discussions to discussions on views of others. interest and of topics in small interesting topic Discussing
contribute to specific topics. pupils' choice. and large and lead a group transportation
specific subjects or Show groups. discussion on the and communica-
to share personal willingness to Topics chosen value or tion.
thoughts. listen to the by teacher e.g. Listening to the importance of…
views of others Public view points of Science:
and to transpor- others and Discussing
participate in tation. making environmental
group constructive issues.
discussions. - It is criticisms.
important All other subject
Be courteous. to know Identifying areas.
the topic group leaders
of the and giving
discussion. reports based
on group
- Try to discussions.
keep to the
topic as Examining
you speak. points made by
others.
- Think
carefully Reviewing
before what was said
speaking. by others.

- Wait your Putting facts

turn to together and
speak. concluding
discussion.

19
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Speeches Deliver short Delivering Be willing to Prepared Talking about Present a two All subject areas.
prepared speeches speech with practise the use speeches e.g. examination of minute prepared
for different adequate of good voice Introductions topics for speech for a
audiences at loudness so as to quality when - of chair- speeches. specific
Speech Days or produce the delivering a person audience.
Prize Giving desired effect. speech so as to - of guest Preparing and
Exercises. capture the speaker delivering short
Using correct attention of the - of class speeches.
Standard English audience. teacher
structures when Recording
delivering  Greetings speeches and
speeches. - Seasonal listening to
and other replays.
occasions
Discussing
 Welcome areas that need
- New to be improved.
member of
staff
- New
student

 Im-
promptu
Speeches.
 Saying a
“Thank
you”
speech for
gift
received

20
 LANGUAGE ARTS CURRICULUM GUIDE
LEVEL 4
READING

OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
WORD Identify words Devising ways Maintain an  Word Preparing word Identify new Identify content
ATTACK through sight for and means of interest in categories lists according words. words in all
SKILLS
development of learning new learning new such as to categories. subject areas.
reading words and words. words Find meanings
Sight words
vocabulary. improving the related to Building word of new words.
sight vocabulary. Identify words home, walls.
using a variety school, Use words in
Using visual of approaches. market, Developing context.
clues to identify science, word lists from
words. social pictures/ Discriminate
studies etc. picture-study. between words
 Antonyms with similar
such as Keeping a features.
happy, wordbook,
unhappy. class/
 Synonyms individual
such as dictionaries.
little,
small. Participating in
 Homo- word-search/
phones – cross-word.
here, hear
 Homo- Sorting jumbled
graphs – words.
pole, pole

21
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
 Palin-
dromes, -
madam,
noon.
Structural Employ structural Identifying Use a variety of  Syllabica- Dividing words Arrange a set of Identify content
Analysis analysis to identify words using skills to decode tion means into syllables given words in related words
words by structure structural words. to divide after hearing syllables. through the use of
for independent analysis. words into the word. structural
decoding. Decode words syllables. analysis.
Grouping words independently  Affixes Identifying
according to using structural (a) Prefix roots of given
similar analysis. (b) Suffix words
characteristics. football –
footballer Identifying and
 Compound using affixes
words – and blends to
sun light build new
 Word words.
families –
blind, Changing
blaze, words by
blue, blend adding affixes.
 Abbrevia-
tions Making
UNICEF – compound
United words.
Nations
Interna- Dividing given
tional compounds.
Emergency
Children's
Fund

22
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Minimal pair Writing poems
theory e.g.
bag, big, Writing a
dig, dog, statement
Little words in which describes
big words e.g.. compound
Paragraph words.

Phonics Produce the Identifying Use rules and Sound symbol Listening to Build lists of Identify words
sounds of letters words by apply trial and relationships and practising words as through phonic
and combine them applying the error also for all letters sounds. required for a approach in all
to make all the knowledge of memory to the of the given rule/s content areas.
words in the phonics. spelling of alphabet. Discriminating concept.
English Language. words with between
Using letter regular phonic (i) Endings sounds. Locate words
sounds to break patterns. that rhyme that deviate from
and build words - rain, Blending letters rules.
as required. Use memory to sprain to derive
learn and spell sounds. Complete a
words with (ii) Consonant given task e.g.
irregular Blends Discovering rhyming words.
patterns. - sm, sn, sp, and applying
shr, spl, rules to produce List six "ie"
Develop spr sounds. words.
strategies to
recognise and Vowel Using alphabet
decode words digraphs to discover
phonetically. - ou, in blends.
shout
- aw in saw
- au in

23
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
saucer Identifying Make a list of
- ue in blue diphthongs shorter words
- ew in few blends, words from a longer
with silent word/name etc
(iii) Two letters. e.g Amelia = a,
sounds of am, aim, lame,
- ea in meat Make lists of lime, me, male,
head each. mail, meal, lie,
- oo in look mile, ale, ail.
food Practising the
"magic e"
(iv) Two theory e.g. cane
sounds of “ei” – can + e =
- ei in cane when "e"
receive is added to a
- ei in three letter
weight group the
vowel takes a
(v) Final e long sound e.g.
- can, cane gave, white,
- bit, bite mile, tone.

(vi) Double
letters
- “ll” in
ca”ll”
- - nn in
running

24
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
(vii) Silent
Consonants
- b in thumb
- k in knife
- gh in tight
- kn in
know

(viii) “ph” – f
phantom

Vocabulary Read and build a Using relevant Apply trial and Vocabulary Reading Complete five All curriculum
meaningful vocabulary in error principles.Exercises sentences and sentences by areas.
vocabulary for speech and - Word telling the
describing, relating writing. Show Meaning meaning of (a) Finding
and reporting determination to - Phrase specific words. irrelevant
activities. complete tasks. Meaning words.
- Sentence Answering (b) Selecting
Asks questions Meaning questions which appropriate
about unknown point out how words.
words and - Words to derive (c) Using
attempt to with meaning of synonyms.
incorporate Multiple words from the
them in Meanings contents where
working the words are
vocabulary. Synonyms are found.
words that
mean the same Selecting
or nearly the correct/
same as appropriate
another word words.

25
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
e.g. keen –
sharp.

Antonym
A word that
means the
opposite of
another word
e.g.
hot cold

Homophone
A word that
has the same
pronunciation
as another but
a different
meaning and
origin such as
seen, scene.

Suffix
A syllable or
syllables put
at the end of a
word to
change its
meaning or to
make another
word such as

26
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
ly – badly
ness –
goodness

Abbreviation
A shortened
form or to
make words
brief e.g.
Doctor – Dr.

Contraction
A shortened
form e.g.
cannot – can’t
it’s – it is
Oral Reading Read aloud to Reading selected Correct self and Oral Reading Practising the Reading Oral Reading in
communicate with passages aloud accept requires following Competitions all core areas.
an audience which using the correction from decoding (a) Pronunci- (a) class level
requires use of appropriate skills others. skills, correct ation drills (b) school level
correct such as pronunciation, (b) Decoding
pronunciation, pronunciation Think and pitch, through
pitch, enunciation pitch enunciation develop enunciation, syllabica-
and fluency to and fluency. awareness of and fluency to tion
convey the correct own convey the
message/meaning. performance. correct Identifying
messages. phrases from
Read aloud with selected
confidence. reading.

27
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Reading aloud Reading
allows readers passages paying
to hear special
themselves attention to
read and be decoding and
able to think pronunciation.
and develop
an awareness Participating in
of own speech
performance. exercises in
order to
Narrative and pronounce
expository words correctly
writing from and focus on
basal reading initial and final
texts. sounds e.g.
initial h and
Reading final d, t, ed
Sheets
Recreational Using the
Reading voice – pitch,
Texts – tone and pace.
- Folk
Literature Throwing the
- Fantasy voice to
- Fiction accommodate
- Non- audience.
Fiction

28
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Poems Reading
smoothly with
Songs expression.

Using talking
books
cassettes/record
ers.

Discussing
strengths and
weaknesses.

Critical and Read to discover Reading and Read widely for Children’s Read selected Read a one Content area
Creative information, facts being able to talk self Literature. passages and minute reading in social
Reading and to form sensibly about improvement. - Fiction answering presentation on a studies, and
personal opinions what was read. and Non- questions about topic of choice. science.
from different Show fiction what was read.
types of writing Reciting poetry consideration - Drama
for objective using improved for audience poetry, Participating in
thinking and for expression and while reading. conversa- speech
developing enunciation. tions exercises
research skills. dialogue. - Pronounc-
ing words
correctly:-
initial and
final.

29
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Sound h,
- d, t, ed, s

Reading a
variety of
materials in
order to find
information.

Participating in
verse speaking
choral speaking
conversation/
dialogue.

Using feedback
from audience
to improve
performance.

30
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
COMPRE- Become aware that Extracting the Take time to  Passages Previewing, Answer Tell the main idea
HENSION every story is topic/main idea preview from basal Brainstorming. questions to and details of
based on a topic or of a passage. material readers. reveal readings done in
Main idea main idea. presented  Passages Reading for a (a) The Main any subject area.
and Selecting the before giving it from topic sentence. Idea
supporting Understand that supporting a title. newspaper (b) Supporting
details. details in a story details of what is  Passages Identifying details
support the main read. from trade topic sentence
idea. books. from passages. State two/three
details from the
Reading to find selections -
details or ideas major details
that support the minor details.
main idea.

Relating details
to topic
sentence and
vice versa.

Giving reasons
for choices.

Showing how
details support
the topic
sentence.

31
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Predicting title
after looking at

(a) key words

(b) part of a
selection.

Directions/ Function in given Reading, Self question to Tasks related Looking at Report or give Read instructions
Instructions/ situations by being interpreting and arrive at a to topic and feedback on given in all
Explanations able to respond to following written specific order in - Science predicting the activities related subject areas and
written directions/ directions. which to carry Complete order of the to directions/ respond
instructions/ out tasks. experiments. direction/ explanations. appropriately.
explanations. explanation
Follow given - Mathema- given. Read a series of
instructions. tics jumbled
Solve Listening for sentences that
Respond to Mathematical the sequence give directions/
school and problems. markers. explanations to
other rules. complete a given
- Social Reading task and rewrite
Studies passages these sentences
Follow carefully as a in sequence.
directions to group and
find specific individually. Identify and
places. order the number
Answering oral of steps or
Terms, - first, questions about processes
second, next, passage read. required to
after, before. complete a task.

32
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Reading and Report/or give
following steps feed back.
to complete
given tasks.

Interpreting
message
direction/
instruction.

Rewriting
jumbled
sentences.

Planning a
trip/activity
incorporating
sequence.

Feedback
mechanism.

33
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Inference Draw inference Reading and Read carefully. Making Answering Answer Read and draw
from what is read inferring from inference questions that inference related inference
for clarity of what is read. Form informed means to form require drawing questions from especially from
meaning and conclusion from conclusions inference such stories read. Science.
comprehension. what is read. about what is as use of What,
read e.g. How, Why,
Suppose you Where
heard question.
someone say
"Pictures of Look at
Bob Marley, pictures and
the reggae inferring what
singer can be the meaning
seen in nearly may be.
every country
of the world." Looking at
sentences and
From that inferring or
statement it forming
would be conclusion.
reasonable to
infer that Bob Participating in
Marley is reading aloud
popular. and drawing
conclusions
from what is
read.

34
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
FUNC- Find specific Reading a map Trial and error. Maps, Plans Discussing key Look at the key Social Studies
TIONAL places by being using the key and Charts for a map. provided and Interpret Map of
READING able to read and provided. Determination. provide answer given Guyana and other
interpret maps, information in Interpreting key questions. parts of the
Interpret plans and charts. Following a plan Perseverance a concise way. for a map. Caribbean.
Maps, Plans, by accessing the Observe the lines
Charts. meanings of Maps and Designing a on a plan. Interpret Plans for
lines, symbols, plans of map and school, various
colours etc. different developing Substitute words classrooms,
places. your own keys. for keys given. homes,
communication,
Plans of Explaining keys Write a short etc.
school to the class. story based on
community Studying map/plan
homes. different
Guyana maps
Charts for and interpreting
various the keys.
subject areas.
Interpret Solve puzzles/ Identifying codes Experiment Codes are Finding out the List five ways in Interpret codes in
Codes problems by being and purposes for willingly with used for a origin of codes. which codes are the various
able to interpret which codes are codes. variety of used. subject areas.
codes. used. purposes. Looking at
codes already Talk about the
Developing Morse code in existence. meaning of two
some codes Number codes codes.
independently. Letter codes. Making
mathematical Interpret a given
codes in code.
groups.

35
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Purposes of
codes
- on locks
- phone cards
- telephone
numbers
- licence
plates.

Use codes to
develop
spelling skills.
Question- Share personal Interpreting Exercise Questionnaire Identifying key Complete Complete
naires information by questions patience when s are used to question words Questionnaires Questionnaires
being able to read correctly. questions are extract and punctuation after reading and based on the
and complete asked. specific marks. interpreting following core
questionnaire. Completing information. questions. areas
questions from Ask questions Paying - Mathematics
Questionnaires. in return. Purposes for attention to (Questions based - Science
asking question on personal - Social Studies
Develop the questions. structures. information)
habit of asking/
answering How to Practise
questions. complete a writing, reading
questionnaire. and asking
questions.

36
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Dictionary Locate specific Finding a Develop the A dictionary is Finding words Find given For all curricular
Skills words their correct particular word habit of a book that in a dictionary. words content area.
spelling, meaning, entry. checking for explains the independently.
pronunciation and word meanings words of a Using the guide
part of speech in Using a guide (particularly for language. word, entry Arrange words
order to produce word. unknown word. in alphabetical
better speech and words) when It is arranged order.
writing. Using the writing/reading. alphabetically. Using
pronunciation alphabetization
key competently. It gives the to 2nd/3rd letter.
meaning,
Using 2nd and 3rd pronunciation Reading
letter to find a and spelling of meanings using
word. words. the
pronunciation
Using simple key.
diacritical marks.
Choosing
meanings
appropriate to
context.

37
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
The Improve Recognising Use different The thesaurus Identifying Complete For all curriculum
Thesaurus vocabulary by synonyms. levels of a word is a dictionary words and sentences with activities.
being able to use in writing e.g. in which using the suitable words.
thesaurus to find Identifying strong, weak synonyms, thesaurus to
synonyms. appropriate big – huge- antonyms and find suitable Select the most
synonyms and gigantic, other related synonyms. appropriate word
using them in enormous sense words are to complete a
speech and words. classified Using words in statement.
writing. under certain context.
headings. Use the cloze
Brainstorming procedure to
to find words complete a
which are paragraph.
similar in
meaning.

Using the
thesaurus to
double check
and improve
writing.

38
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
RECREA- Read books which Selecting books Develop and Read a variety Participating in Observe students Reading
TIONAL provide pleasure, appropriate to maintain good of material independent at free time and independently in
READING entertainment and level and reading habits according to reading, read their reading all core areas.
information. interest. and interest. preference/ alouds, shared preferences/
interest and paired habits/interests. - Mathematics
Reading Write stories for reading. - Science
independently. classroom News papers Keep and - Social Studies
publishing. Completing develop reading
Magazines journals, check logs.
lists on
Story Books materials read.

Other Study Using Graphic

Material Organisers to
record
Advertisement information on
materials read.
Caption
Participating in
Comics/Charts classroom
publishing.
Library Books
Participating in
Readers
Theatre.

39
 LANGUAGE ARTS CURRICULUM GUIDE
LEVEL 4
WRITING

OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
WRITING Communicate in Producing a Develop a sense Correct Practising to Label an Art
Handwriting writing using well more fluent of pride in cursive form write in script illustrated plant Border patterns.
formed letters in joined up/cursive producing clear of writing and cursive. or flower.
script or cursive writing in and legible (e.g.) Vere Science & Social
for letter writing independent handwriting in Foster, Round Using writing Write a letter Studies
questionnaires and work. print and hand. to record their using the Labelling of
other written cursive. experiences in a specific format. diagrams, maps,
communication. Features of range of charts and graphs.
layout activities across
- headings the curriculum.
- use of
columns/ Producing a
indenta- printed style of
tion handwriting.

Upper and Leaving a space

Lower case between words
letters in print and ending
and cursive. sentences with
a full stop or
Labelling of question mark.
diagrams,
maps, charts Beginning
and graphs. sentences with
capital letters.

40
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Completing
simple
questionnaires.
COMPO- Use appropriate Relating an Develop a sense Narrative Listening to Write a story Social Studies
SITION narrative skills event, incident or of achievement writing: and reading beginning with Stories of
- Narra- such as attractive experience in after presenting 1. simple stories. “I was happy important persons
tives beginnings, narrative form. a narrative. stories for when I opened and their
characterization, listening Brainstorming the parcel.” contributions to
mood and point- and ideas on a society.
of-view to produce reading. specific topics.
interesting stories. Major events
2. expanding Listing the - Holidays
story lines. major stages of
a selected topic
3. comple- under the
ting a headings events
story after and details.
being
given the Identifying and
using
(a) beginning appropriate
words and
(b) end language to
(e.g.) express ideas.

(a) Write a Writing a

story sketch about
beginning the specific
with “I topic in
stood by chronological
the pond order-when the

41
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
then I lost incident
my……” occurred, who
was involved
(b) Write a and what
story happened.
ending
with, “I Writing stories.
knew he Completing
was stories for the
there”. group.

4. Experi- Sharing stories

ence with the
stories group/class.
(e.g.)
(a) Our school Mounting
outing to stories in the
the Sugar class library.
Factory
Editing stories.
(b) The day I
lost my Keeping a
book writer’s book
by writing short
5. Short scripts for role
script playing.

Sequencing
ideas and
ordering events
clearly.

42
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Creative Produce Developing a Enjoys writing Stories from Discussing Group Project. Science
Writing entertaining stories topic based on creatively. the stories, poems Causes of Day
and poems to one's imagination and dramatic Write a story and and Night.
provide pleasure. experiences and e.g. Guyana pieces. dramatise it to
own thoughts. Bill stories the class. Mathematics
Anansi stories Making up Create riddles and
Poems e.g. characters. Compile a word problems.
Cinquain. booklet of
Writing stories. poems.

Reading stories

Role playing
and dramatising
using dialects
and Standard
English.
Descriptive Understand that Using special Show an Extracts from Listening to Describe your Social Studies
Writing. keen observation words in appreciation for stories etc. stories and classroom on a Describe
and arrangement descriptive ideas of others. Describe retelling the rainy day. - Places of
of details are writing. favourite descriptive Interest
necessary for Observe and characters, parts. - National
producing Producing record events, etc. Monuments
descriptive realistic and accurately. places of Describing - Favourite
narratives. lively stories Interest (e.g.) objects in the Scenes
using The Zoo classroom
descriptions The Botanic orally using the Science
which focus on Gardens, the five senses. Describe
the five senses. Sugar Factory, - Animals
the Flour Mill - Plants
and Resort. An experiment

43
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Describe Changing
Animals e.g. characters in
- Pets stories.

Animals I Brainstorming
dislike to make a list of
Objects (e.g.) words.
My favourite
toy. Listing reasons
Scenes (e.g.) why characters
Phagwah Day. are favourites.

Cartoon Arranging ideas

characters in correct order.
(e.g.) Tom and Writing a
Jerry. paragraph and
giving the main
idea.

Working in
groups.

Discussing
ideas before
writing.

44
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Explanations Produce clear and Organising and Gaining self Explanations Reading Write then read Science
well sequenced writing thoughts satisfaction in involve. explanation and to the class an - Explain how
explanations for and ideas in a making discussing its explanation on to make
- Science sequenced order explanations - having organization. how to make a circuits.
Reports for a clear and which are well kite.
- How to concise interesting and organised Listing ideas to Mathematics
passages expository sequenced. thoughts be used in - Explain how
- Instructions for writing. and ideas explanation to solve a
tasks Make an effort sequencing problem.
to produce well - having ideas.
organized well
explanations. sequenced Explaining to
subject. the group terms
that may be
- having unfamiliar.
clear and
concise Writing
ideas. explanations.
Always make
an interesting
beginning.

Explanations
(e.g.)
How to play a
game.
How to care
for a pet.

45
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Directions Write clear and Writing Willingness to When giving Using specific Write out the Social Studies
sequenced directions using give directions directions one vocabulary in directions on Write directions
directions so that clear and when called must be brief sequencing the How to go from for finding
others can read, specific terms in upon. and to the facts. your school to specific places in
comprehend and order that the point. Give another building the community.
be able to follow. direction can be directions in a Group work – in your
easily followed. step by step Using a map community (e.g.)
order. and giving Post office;
directions. shopping centre.
Directions are
written in the Writing
present tense. directions.

Use of Reading
cardinal directions to
points. class.

Map Reading Reading a map.

Give Using linking

directions on words.
how to find
perimeter,
area
measuring.

Give
directions on
how to do an
experiment in
writing.

46
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Vocabulary
(e.g.) turn to
the right/left
next to the_ _.
Reports Write reports in a Organising and Seize Reports Talking about Write a report on Social Studies
clear and concise writing reports. opportunity to - Class content. a visit made to a Write a report on
manner to respond practice writing Projects Discussing their place of class visit.
to activities done Categorising the skills. - Book writing. importance.
e.g. fieldtrips, different forms Reports Science
science activities of writing. - Visits Write a report on
or fund -raising an Experiment
activities. done
Letter Write personal Listing ideas that Show a sense of Letters of Discussing the Writing of letter Social Studies
Writing/ letters in order to will be and pride after Invitation: invitation and of Invitation to Write letter of
Social Notes plan, inform should be used completing a include naming what invite the class to invitation to
explain, entertain placed in the letter. information should be have lunch at invite a Resource
and express various about the day, included. your home. Person to speak
attitudes or types/forms of date, time and on a specific
emotions. letters. place of Giving reasons topic.
occasion what to support the
the activity ideas. Science
would be Write letter
(e.g.) Writing an informing a friend
- Birthday invitation. about an
Party experiment you
- To view a have conducted.
video.

47
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Letters/ Write letters of Writing letters of Show courtesy Replies Listing some Write a Social Studies/
Replies to acceptance and acceptance/ by replying to  Letters of possible letter/note Science
Invitations refusal to develop refusal to an an invitation acceptance reasons for accepting/ Write letters/
the skill and to invitation in promptly. indicate accepting/ refusing an replies to
show courtesy. detail. that one is refusing invitation to invitations for
willing to invitation. view a video
attend a programme. - Visits to
specific Arranging facts Places of
activity. and events in Interest/Field
 Letters of correct order. Trips.
refusal
explains Writing replies - Participating
that one to given letters in
cannot of invitation. experiments.
attend a
specific
function.
– acceptance
or
– refusal.

Be prompt in
giving your
reply.

If refusing,
always say
thanks for the
invitation.

48
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Give reasons
for accepting/
refusing the
invitation.
Letter/ Communicate Writing letters of Show Letters of Discussing the A note Social Studies
Apology, excuse and/or excuse and consideration Excuse for times when you apologising for Write a letter of
Excuse apology using the apology which and absence from need to make breaking your excuse explaining
appropriate communicate thoughtfulness school apologies. neighbour's why you cannot
language to specific for others. Regret: (e.g.) window. attend a planned
convey regrets. information. you couldn't Naming/ Field Trip.
go on an Identifying the You are ill for
outing. parts of a letter the day write a
of Apology or letter of excuse
Apology Excuse. to your teacher.
- a
misunder- Reading
standing samples of
- a book you specific letters.
lost which
belonged Planning a one
to a friend paragraph
apology.
Sympathy
(e.g.) loss of a Writing letters
loved one. of apology
using the
specific format.
Writing
salutations and
closing
correctly.

49
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Friendly Communicate Listing the parts Present letters Friendly Reviewing the Write a letter to Social Studies
Letters emotions and of a friendly neatly and in a Letters parts of a a friend who has Write friendly
pleasant letter. proper form. friendly letter. moved away and letters to pen pals
information to Friendly is attending sharing
promote Writing friendly Show letters Planning the another school. information about
friendships. letters including enthusiasm communicate writing of developments in
the specific when asked to emotions and friendly letters. Write a friendly your country.
format. write letters. information. letter to a
Reading relative who
Post cards. samples of lives in another
friendly letters. country.

Punctuating
friendly letters.

Capitalising
letters.

Writing
salutation and
closing
correctly.

Addressing an
envelope.

Sharing
experiences and
thoughts.

50
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Dialogues Communicate Writing simple Show pleasure A dialogue is Naming the Write a dialogue Write dialogues
through written dialogues in when called an informal components of between you and pertaining to
dialogue form to order to interact upon to write a piece of any dialogue. your best friend.
interact with successfully with dialogue. writing. - Social Studies
others. others. Listing the - Mathematics
It is like a guides for - Science
Using dialogues simple writing a
in narrative message on a dialogue.
writing. paper that
some one Observing as
replies to. two pupils have
a conversation
It is a on a specific
conversation. topic then
present part of
It is lively. this
conversation in
Begin a new dialogue form.
paragraph for
each speaker.

Begin the first

word in each
sentence with
a capital letter.

51
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Vocabulary Build vocabulary Identifying Use acquired Words used in Using a Complete a cloze Place new content
Building to improve speech words by context vocabulary to Compositions. dictionary for exercise. words found in
and writing or to clues. improve speech checking personal
make and writing. Word group – definitions. Substitute words dictionaries for
communication Grouping words happy sounds. in given 1. Social
more effective. according to Making sure sentences/ Studies
their functions. Word that definitions paragraph. 2. Science
categories are clear and 3. Mathematics
Grouping words - Parts of correct.
according to speech
their categories. - Synonyms Guessing the
- Antonyms definitions of
- Homon- words used in
yms texts.
- Deriva-
tions Using new
- Homo- words in
graph sentences/
- Palin- paragraphs.
dromes
(e.g.) Applying the
madam use of context
eve, level. clues to get
Anagrams word meaning.
(e.g.) spot,
tops. Identifying
words and
Compound meaning
words through their
structure.

52
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Use of Analysing the
Crossword structure of the
Word search unknown
Cloze words.
passages
Experimenting
Word with words to
Structure improve writing
prefix + root skills.
prefix + root +
suffix Using
in cite, in born figurative
un able language to
un faith ful enhance
rest less writing.

Similes and Comparing and

metaphors. contrasting
people, places
Collective and things in
Nouns. writing.

53
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Capitaliza- Use capital letters Recognising and Willingness to First use Practising the Insert the capital Social Studies
tion correctly for inserting capital observe capitals for correct letters that are Write names of
clarity and letters capitalisation. - first word formation of missing in places,
coherence of appropriately in of a capital letters. sentences. names of
writing. given pieces. sentence countries and
- first word Listing titles of Make scrapbook acronyms using
of every books in class "Newspapers in capital letters.
line of library. Guyana."
poetry.
Writing names
Proper nouns of classmates.
and titles of
books, films, Preparing a
stories, wall chart with
poems, days Days of the
of the week, week and
months in the months of the
year, national year.
holidays.
Listing the
Titles of national
persons – holidays.
His Lordship.
President Collecting the
Minister of various
Education. newspapers and
Letters in magazines.
abbreviation
- GPL, QC, Arranging the
NCERD, facts in order.
PEIP,

54
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
- CCH, OR, Categorising
OE the collecting
Proper names under captions
of persons,
places,
organisations,
books etc.
- Jason,
Mainstay,
Splashmin
Guyana
Associa-
tion of
Rice
Producers,
- The Holy
Quoran,
Bible
Bhagwat
Geeta
- Lord
Rama,
Jesus,
Prophet
Muham-
mad

Newspaper
headline
subject

55
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Punctuation Add meaning to Using Develop the Commas – to Talking about Insert the correct Mathematics
written work by punctuation habit of using separate different kinds punctuation Insert punctuation
using punctuation marks punctuation words, of punctuation marks in marks in word
marks appropriately. marks. compound marks different pieces problems.
appropriately. sentences, of writing.
addresses, full Identifying the Social Studies &
stops for different Science
greeting, sentences in a Use correct
question given extract. punctuation
marks. marks in reports.
Inserting the
The comma at the
Apostrophe correct
e.g. position.
Possession –
boy's hat. Ending
Contractions - sentences with
can't the full stop,
question marks
The or exclamation
exclamation mark.
mark.
Come here! Practising using
the apostrophe
Inverted for
Commas. contractions.
"I like to
play," said Editing and
Miles. proof reading.

56
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Question
Mark -
Can I come?

Spelling Spell words Spelling and Show a desire Words with Listing/ Use the All content Areas.
correctly to convey using correctly to check common grouping words dictionary to find
the correct some common spellings in a patterns used with like the meanings
meaning of word prefixes and dictionary, on a regularly syllables. and correct
and sentences. suffixes. computer, - because, spelling of
spelling after, Beating out specific words.
Using the checker. open, sounds in the
dictionary to teacher, syllables.
help in the Spell words together
spelling of poly- which Recording new
syllable words. Under over words.
(1) occur words with
frequently regular Making word
in their own patterns for trees using the
writing. vowel sounds dictionary.
- ing, - ion, -
(2) are ous. Finding the
important to meaning of
them. Syllabication prefixes and
– two/three suffixes.
(3) exemplify Syllables.
regular Building new
spelling Prefixes and words.
patterns. suffixes
un – in - - able Using prefix/
dis – ness suffix.
- ful

57
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Inflectional Selecting words
endings in the context
bead – ing of their own
head – ed writing spelling
bed – d-ing of words.
bed – d-ed
Words related Keeping a
to Student special word
Government, book/list of
e.g. words they
Secretary, have used.
Trea-surer
En-vi-ron-
ment

Double
consonant -–
committee
accommoda-
tion.

58
 LANGUAGE ARTS CURRICULUM GUIDE
LEVEL 4
GRAMMAR

OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
The Simple Articulate and Writing simple The willingness (a) The Listening to get Complete an All other areas
Sentence write simple sentences, to practise using simple acquainted with exercise whereby across the
sentences using the question, a variety of sentence the structure of one pupil reads a curriculum in
correct structure to command and correctly comes in simple piece of giving
convey specific request to ask or structured many sentences. continuous information,
information. convey simple structural writing with seeking solutions
information. sentences in forms. Pretending that numerous variety to problems and
daily speech the classroom is of simple forming
and writing. (b) There is a nursery for sentences for conclusions.
one plants and put others to identify
subject up worthy by ear for one
and one environmental subject and one
predicate. information and verb.
decoration
Simple (notices). Write up class
sentences notices,
(a) The cat Role-playing. questionnaires,
fell down instructions, and
the well. Participating in requests for
Quizzes and various
(b) Is "C" the games with purposes.
first letter questions/
of the answers, Dramatise a
alphabet? following simple worded
instructions skit about a zoo
happening.

59
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
(c) The
teacher is
here.

(d) Daddy
please
come
home.

(e) You stand

at ease!
Simple Articulate and Identifying The willingness Negative Playing with Write up a game All other areas
Negative write negative negative simple to use well simple negatively that you like across the
Sentences sentences for sentences from a constructed sentences. phrased simple using simple curriculum in
specific situations. set of sentences. negative simple questions/ sentences that stating negative
sentences in (a) The cat answers children your and asking
Speaking, appropriate did not fall Following age could easily negative
reading and situations. down the instructions or understand - questions about
writing well. information. How many pets and plants.
sentences. negative words/
(b) Which Using simple phrases are there.
letters do recipes to
not come examine what
before actions must
"C"? not be done. Write up a
cartoon about a
(c) The wicked boy
teacher is using types of
not here. simple sentence
that you know
about.

60
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
(d) Daddy, Generating own
Mary did negative simple
not obey sentences to
your order. suit given
situations e.g.
(e) Do not sit! responses to a
shout of fire.

Paying specific
attention to the
word "not."
Expansion of Use specific words Adding The willingness Expansion of Substitution Complete Areas that give
basic to expand basic appropriate to use expanded basic sentence Using sentences on an scope for
sentence sentences to make adjectives and sentence types types using descriptive individual basis, personal, intimate
types. the meaning adverbs to to provide more the adjective; words to each using inputs e.g.
clearer. expand basic detailed (a) The blind convey his/her own Composition,
sentence types. information and cat fell information e.g. context. Poetry, and Social
vivid down the Studies.
descriptions and new well. The – cat fell A variety of
ask questions (b) Which down the _ responses will be The expression of
and also give black and well. elicited here. simple sentence
directives. white patterns is useful
kitten is Exposing Telling/writing in all areas across
yours? children to well up different the curriculum
(c) The written pieces kinds of Social Studies,
Language in local questions English
teacher is newspapers, What is …. Language, and
in the advertisements, Did you…. Environmental
main hall. speech etc. Studies are more
Putting some in readily impacted
files for good upon.

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 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
(d) My dear reading. Preparing a
daddy, script for an
please Allowing interview of your
come children to mother/
home improve on grandmother.
immedi- sentence that Write out
ately. are not so well questions and
written. then collect
answers.
Sentence Include adjectives Writing The willingness Story Telling: Have a class Write a story of Include
Expansion and adverbs to expanded to choose well Tell a story competition to five to ten appropriate
help expand sentences using defined about an choose the ten sentences about adjectives and
sentences for adjectives and descriptive incident you best stories a dish that you adverbs to present
clearer description. adverbs. language over have chosen for the like to eat during more coherent
and above trite witnessed on "improved" the holiday reports orally and
language. your way to expression. periods. written in all core
school. Make areas.
it as mimed as Displaying Tell about a
possible e.g. them on the strange
A Passage classroom wall. animal/object
- An that you
electrical Putting copies encountered one
engineer into the dark night.
cheated class/school
death library. Listen to three
yesterday. taped stories, all
A pair of on the same
borrowed topic, then
ladders choose the best
stopped a told story. Tell
heavy lift. why it is the best

62
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
The lift Have children in your
tumbled tell what they judgment.
three have witnessed
stories on their way to
down on school that
him. might be of
interest to them.
Which words Recording
are used to tell impromptu one-
more in the minute
first sentence? speeches.

What is the Recording

first sentence conversation.
saying?

What is the
subject of the
writing?

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 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Types of Use sentences Writing The willingness Some Children are Can questions All curriculum
Sentences according to sentences to to add variety to sentences give given a passage form a passage areas.
purpose in speech reflect given speech and information, with which gives
and writing. situations. writing through some ask information information and
the use of the questions and sentences to instruction?
basic sentence others give read. Question
types. directions. can then be Games which
issued after provide answers
Information wards they can to which
sentence: even be issued questions are to
Farmers keep together with be suggested.
cows for the the passage.
milk. The Whatever is the Use a recipe to
cows are approach, get children to
milked twice a responses to answer questions
day when their questions on the order of
udders are should be things to be
full. preferably done.
written down.
In summer These Tell what to do
cows are kept responses are to get from
out in a field. the children's school to home.
They eat lots information
of grass. In sentences. Write a simple
winter they and short recipe
are taken into Let children to make a dish
a cowshed. find short you like.
The farmer passages with
has to feed information
them with sentences.
hay. After some

64
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
The cowshed discussion of Tell, ask, instruct
must be kept content, let by use of basic
clean. Cows them coin their sentence types
are given own questions on telephones.
clean straw. to receive
answers from
When the the text.
straw is dirty,
it is removed. A cloze passage
The farmer can be made
brings fresh using an
straw in its interesting
place. information
passage. Let
Write children fill in
sentences to gaps with
answer these suitable words.
questions.
(a) Why do Categorising
farmers the different
keep types of
cows? sentences.
(b) How often
are cows
milked?
(c) When do
farmers
milk cows.
(d) Name two
farm
animals

65
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
PART OF Write sentences Identifying The willingness Nouns can be Looking at a An exercise Other areas of the
SPEECH paying specific plural nouns. to use plural plural and list of nouns where they - Language
Noun attention to the nouns correctly carry a marker taken from a complete Curriculum
(number) markers indicating Using plural in speech and and follow pocket, basket, thoughts. - Social Studies
the plural form of nouns in writing. rules. bedroom - Mathematics
nouns. sentences. anywhere that I need - Science
1. Plural houses plural many ___
Follow rules nouns are items. for the
pertaining to the known by party
formation of the their Identifying of
singular and endings plural


plural form of e.g. formation to get
nouns. (a) The accustomed to
presence them, and
of the "s" respond with
marker quickness to
e.g. questions. An exercise that
requires noun
- boy - Listening to the changes from
boys sounds of the singular to plural
singular form forms and the
- All those as against the reversal of this.
black plural form of
shoes are nouns. Singing A game where
mine! them, repeating the singular or
them, seeing plural form is
them all in spelt out and
appropriate immediate
contents. response is
required. This
can also be done

66
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
(b) The Writing the where a sentence
presence particular nouns is given and the
of an "es" in context. noun word is put
marker on a card. The
Looking at response is given
- We drink pictures of new in the writing of
from noun ideas the required
glasses which can be word form and a
(glass, used for the new sentence
glasses) garnering of made up.
- Give me plural noun
some forms in note A game with
cherries books etc. cards of
please sentences where
(cherry - spaces are made
cherr-ies). knee for plural and/or
singular nouns to
(2) Plural be inserted. (Fill
nouns in the blanks.)
recognised
by their The underlining
irregula- elbow of plural nouns
rity e.g. in given
Establishing sentences.
- letter/ rules for
changes. changes.
The men
chased the
man into Filling in a chart
the canal. of plural nouns
up.

67
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
(3) No visible
marker Persons florist..

Place oceans,
- The sheep
are eating Fruits oranges, ..
grass. Vegetables tomatoes,.

(5) A totally Implements fork lifts, .

new word Buildings houses,
form e.g. castles,
- Look at
the mouse. Change given
The mice sentences into
destroyed plural ones.
the carpet.
- The Identify singular
presence and plural nouns
of “ies” in a passage.
marker
e.g. Use given plural
nouns in well
The knives are constructed
in boxes. sentences.

Simon bought
plum-s,
cherries, and
loaves of
bread.

68
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Plural form Write sentences Making singular The willingness Compound Explaining and Listen to Use the correct
of paying specific compound words to use the plural nouns also demonstrating recorded stories plural form of
Compound attention to the plural. forms of have a plural how rules are or poems and compound nouns
Nouns markers indicating compound form. applied to given write down all in all core areas.
the plural form of nouns correctly. singular nouns. plural nouns
compound nouns. 1. Fused heard. (Be
nouns Categorising careful about
such as singular and your spelling!)
cupboard- plural nouns.
cupboards, Prepare a skit for
grand- Making plural a market scene.
mother, nouns Be sure that you
grand- noticeable by make use of
mothers. using them in plural forms of
sentences nouns.
2. Hyphe- beside singular
nated nouns. Write a sentence
nouns which contains
such as The employer the plural form
mother- carried the of a compound
in-law, injured noun/subject that
mothers- workmen to the is made up of
in-law. hospital. hyphenated and
separate words.
3. Nouns that The rain beat
do not down upon the
carry a roofs.
hyphen or
are not
fused e.g.
govenor

69
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
general, Constructing
govenors own sentences
general, using list of
plural nouns.
4. Nouns that
carry Participating in
hyphen quizzes.
and words
that are Recording
separate answers in
e.g. foot notebooks.
and
mouth
disease -
foot and
mouth
diseases,

great –
grand-
mother,
great-
grand-
mothers.

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 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Possessive Show possession Using possessive The willingness A possessive Shortening the Shorten sentence Areas of the
Nouns clearly, using noun form to listen for the noun has an number of parts by the use curriculum where
singular and plural correctly in possessive apostrophe words in a of phrases the skill of
possessive nouns. speech and marker sound, marker to sentence by containing the coining
writing. and read, write indicate both using a singular and/or statements is
and speak with singular and structure that plural possessive used.
Placing the consciousness. plural forms contains a noun forms.
apostrophe of common possessive noun Problem solving
correctly to and proper form. Give answers to across the
demonstrate names. questions with curriculum where
knowledge of Inserting the possessive noun antecedents and
possessive Sentences and apostrophe to structures. referents are used.
nouns. passages from the appropriate
stories, noun in the Write a passage
descriptions, sentence. dictated slowly.
newspaper
articles, sign Showing Read sentences
boards and recognition of with "of" phrases
other public possessive then re-write
displays. singular and them using the
plural nouns by possessive noun
1. Telling underlining singular or
Sentences. them in given plural.
sentences.
(a) The fox Fill blanks in
held the Completing sentences/
grand- sentences with passages from
mother's the use of given pairs of
throat. possessive words.
nouns.

71
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
(b) We see the Speaking and Read a given
story listening passage that
through activities where contains singular
Shipley's the sounds of and plural
eyes. the forms are possessives.
recognisable.
2. Question
sentence. Recording and
listening to
(a) How do one's own
you like ability to
Sandra's master the
new possessive
dress? sounds.

3. Other Hunting for

Sentences words which do
not conform to
(a) My café's the rules.
name is
Mabel's Reading
Mauby sentences/
Shop. passages from
(b) We had newspaper,
one day's supplementary
outing on readers, public
Valen- sign boards.
tine's
Day.

72
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
4. Substitute Listening to
for the sounds of the
“of” possessive
phrase. names.

(a) the rights Listening for

of the correct
child – the pronunciation
child’s of possessive
rights names.

(b) the leg of

the table
the table’s
leg.

(c) The love

of his
parents –
his
parent’s
love.

5. Less
words to
express
the idea:
… the bell
of the cat -
…. the

73
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
cat's bell
… the
smelly
nappies of
the babies
… the
babies’
smelly
nappies.

6. Non-
conforma-
tion.
They took
Lewis
socks and
shoes.

Personal Construct and use Classifying The willingness The subject Identifying Completing
Pronoun meaningful subject and to use the and object pronouns. sentences with
sentences with object pronouns. subject and personal the correct form
subject and object object personal pronouns have Classifying of Personal
pronouns. Using subject pronoun specific subject and Pronoun e.g.
and object correctly and to functions and object
pronouns in listen carefully forms. pronouns. John spent one
sentences. for the sound of month with his
correctness. It is a word Stating whether friends.
used in place a word is
of a noun. subject pronoun He played games
or object with them.
pronoun.

74
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
1. Personal Connecting the
Pronouns pronoun to the
Subject noun.
forms:
I, we; Composing
You, he, sentences with
she, it,; subject and
they. object
He came pronouns.
early to
the Underlining or
exhibition. circling
pronouns in
2. Object sentences and
pronoun paragraphs.
forms:
me, us;
you; him,
her, it,
them.

Sharon
gave
tickets to
them.

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 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Indefinite Produce clear and Recognising The willingness An indefinite Listening to A show and tell
pronouns direct speech and indefinite to use the pronoun refers sentence with occasion where
writing with pronouns. indefinite to no the indefinite the indefinite
specific pronouns. pronouns particular pronoun. pronoun is used.
Using indefinite correctly on a noun form.
pronouns in daily basis. Reading
sentences It can be sentences with
competently. expressed as the indefinite
one word or as pronoun.
a compound
word. Composing/
articulating
1. Some sentences with
Indefinite indefinite
Pronoun pronouns.
forms are:-
all, Underlining
another, indefinite
few, none, pronoun form
several. in sentences.

2. Some Writing
indefinite sentences with
Pronouns indefinite
are in pronouns.
compound
form Writing
anybody, sentences that
anything need the
something, apostrophe
somebody, added to the

76
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
each one, specific word
no one. which may be a
3. The compound
apostrophe word as in
and – s. content.
This hat is
not mine.
It is
somebody
else's.
Verb Use action verbs Differentiating Show Action verbs Reading stories Isolate the verbs All content areas.
appropriately between verbs enjoyment at which show then identifying in given
according to which show the success in action e.g. and listing each sentences, some
situation. action and those creating a run, cry, eat. kind of verb. containing action
which do not. perfectly and verbs and others
grammatically Other verbs Coining containing other
Writing structured e.g. is, are, definitions for verbs.
sentences with utterance. will. an action verb
specific verbs and a non- Construct
competently. A story action verb. sentences
sample that is according to
carefully Making directions such
chosen for its sentences with as:
single word special verbs.
verbs.

77
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Joseph and his Circling stated (a) Construct
wife and verb types. two simple
children were Using them into sentences
very sad. a set to tell a which
They soon story or a contain an
cooked and description. action verb.
spread the
Christmas (b) Construct
dinner. There two
was garlic sentences
pork, pepper- that have an
pot, chicken, action and a
ginger beer non-action
and black verb.
cake. The
next day was
Christmas
Day and all
the food was
on the table.
And sure
enough the
bacoos
jumped
through the
window, a
whole crowd
of them. They
banged about,
they broke
dishes, they

78
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
threw things,
they shouted
they chased
Joseph and his
wife and three
children out of
the house.

Other stories
with one part
verb and verb
phrases.

One day,
while carrying
wheat to the
castle, a poor
miller
happened to
meet the king.
Here he saw a
chance to
improve his
lot. "Your
Majesty," the
miller said "I
have a
daughter who
can spin straw
into gold."

79
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
"That is a skill
I should
certainly use,"
said the king.
"Bring her to
the palace
tomorrow."
Subject and Producing Differentiating Show There is a Defining the Complete All content areas.
Verb sentences orally between subject decisiveness in distinction subject of a sentences and
Agreement and written that and verb and using and between sentence. give a reason for
are correct in being able to recognising subject and the kind of
terms of determine agreement of a verb and their Defining the choice of subject
subject/verb agreement subject and its agreement. predicate of a of verb.
agreement. between subject verb. sentence.
and verb. If the subject Tell a friend or
is singular its Stating what is peer about the
verb must also meant by best way found
be singular subject and to understand
(note verb verb agreement. agreement of
marker). subjects and
Choosing the their verbs.
If the subject correct form of
is plural then pronoun used
its verb must as the subject of
also be plural a verb.
(note the
plural noun Choosing the
marker). correct
pronouns used
as the subject of
a verb.

80
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
1. Simon Choosing the
picks a correct noun
fruit every form to agree
day. with verb in a
sentence or
2. Children small
steal their paragraph.
parents
milk and Constructing
sugar. own sentences
and reading
3. Simon and them aloud to
Jerry pick get the sound.
a fruit
every day. Correcting
errors of
4. She combs agreement in
her hair sentences.
well.
Writing short
5. They poems and
comb their other creative
hair well. pieces to show
mastery of
Pick out the subject/verb
subject and association.
then describe
it:

81
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
1. In the first Writing
sentence questions about
"Simon" is things you want
the to find out.
subject. It
is singular Giving
in number. instructions to
classmates and
2. In the named
second characters.
sentence
"children" Reading
is a plural instructions to
subject. get a feeling of
what a well
3. In the third constructed
sentence question sounds
"Simon like.
and Jerry"
is the Filling in
subject. It subjects and/or
is predicate forms
compound in given
. sentences.
4. In the
fourth
sentence
"she" is
the
subject. It
is a

82
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
singular
pronoun.
"They" is
a plural
subject.
It is a
pronoun.

Questions:
1. Agreement
in
questions.

2. Have you
any food?

3. Does she
come in
early?

4. Are Jerry
and John
still
friends?

5. Is Samuel
still
coming to
the party?

83
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Tenses Indicate time in Articulating and Display the There is Examining Write a letter to All listening,
speech and writing writing the habit of proof distinction of verbs an overseas spoken, and
by using the correct tense in reading all verb form to underlined in friend to tell writing areas of
appropriate tense. compositions written work. indicate sentences and her/him of a the curriculum.
and reports. present, past, telling about recent happening
Correct self or and future their tense. in Guyana.
others. (times) tense.
Distinguishing Tell the story of
Present tense one past tense a past happening
verb forms verb form in your personal
indicate the against another life.
time of past tense verb
occurence or form. Tell in the form
completion of of a poem what
an action. Making you hope to
necessary become after you
1. The corrections in will have left
present given school.
tense verb sentences.
refers to Write an
present Giving the interesting
time e.g. main parts of account of the
She kicks listed verbs. things seen on
the ball. the way to
Giving present school.
and past tense
forms of given
verbs.

84
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
2. The Telling when a
present verb changes its
time form form to indicate
represents person e.g.
action as third person
occurring singular. He
in the sends, John
future e.g. Stands.
The party
begins at 1 Writing letters
o'clock. to tell about
things that
3. The happened,
present things that will
time form happen, and
tells things that are
general happening.
truth e.g.
Mother is Listening to the
a good sound of
person. present, past
and future tense
4. The forms in
present sentences.
time form
states Proof reading
habit, own work and
custom, that of peers.
character-
istic. She
always

85
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
eats Circling the
quickly. correct word to
complete the
5. The future sentence.
tense
verbs. Matching parts
of words.
6. Will is
used with Comparing
the first everyday
person. spoken verb
forms with new
7. Shall is SE forms.
used with
the second Completing
and third signs by
persons inserting
e.g. I will appropriate
keep my verbs e.g.
promise.
You shall (a) ___ off the
never grass!
know me
well. (b) Please do
They shall not ___ the
come animals.
tomorrow.

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 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
8. The past
tense verb
forms.

9. There are
markers
which tell
that a verb
is in the
past tense
form.

10. Some
verbs have
the – ed, -
d, or – t to
the present
infinitive
form e.g.
ask, asked,
spend,
spent,
hear,
heard.

11. Other
verbs have
their past
tense
formed by
internal

87
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
vowel
change
and other
change
and other
changes of
form begin
- began,
wake -
woke, lie -
lay, eat -
ate, shall -
should,
can -
could.
Possessive Recognise and be Identifying The willingness A word that is Identifying Write a skit Problem solving
Pronouns able to construct possessive to construct used instead possessive about something and explanation
sentences with nouns. sentences of a noun and pronouns from or a situation that of problems
possessive nouns. involving shows sentences. show a problem across curriculum
Defining possessive ownership is a being solved. especially
possessive pronouns. possessive Constructing Mathematics and
nouns. pronoun. definitions for Social Studies.
possessive
Using possessive Sentences: pronouns.
nouns in The ball is
sentences orally mine, not his.Making
and written. sentences using
She took the possessive
trophy became nouns.
it was hers.

88
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Mine is
different from
yours.

Is the cold
medication
yours?

Adjectives Identify and use Identifying Derive pleasure Adjectives are Using sets of Underline Areas across the
adjectives for more adjectives from when using words that tell adjective that adjective in curriculum.
descriptive, the work each adjectives in more about deal with sentence.
interesting and does. daily speech nouns or specific
vivid speech and and writing to pronouns. situations party Insert adjective
writing make what is exciting, in sentence.
said interesting. Adjectives tell beautiful,
house, public.
- What
kind? New Write sentences
car, old using adjectives
car e.g. small.

- Which
one? This
car, that
car

- What
quantity?
Three cars
few cars,
all cars

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 OBJECTIVE METHOD/
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KNOWLEDGE SKILLS ATTITUDE STRATEGIES
several
cars

- How much
or How
many?
Limited
quantity.

Adjectives Use positive, Choosing and Develop the Positive, Participating in Underline
comparative and using apt strong desire to comparative exercises adjectives in
superlative adjectives to have pleasure and sentences and
adjective, correctly convey specific and success superlative - Comparison paragraphs.
to indicate quality messages, when using adjectives tell I am tall.
in spoken and pictures, adjectives of quality. He is taller. Write a story
written sentences.. emotions. especially when about a little girl
they are Comparison: - Contrast or boy in an
deliberately Telling more exciting
chosen for the about other - Emphasis situation.
occasion. adjectives
more, most.

There is more
chocolate than
toffee.

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 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
They took him
to the highest
fence and
asked him to
jump.

Irregular:
Little, less,
least
"I got the least
marks in the
Mathematics
class" said
Joan.

"What, you're
the brightest
Maths person
I've ever met!"
exclaimed
Jerry.

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 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Adverbs. Modify words Identifying the Speak clearly Adverbs Reading given Underline Use adverbs in
used in speech and adverb that and coherently. supply details sentences or adverbs from speech and
writing through the compares when of time, place short passages. given sentences. writing in all core
use of adverbs for it is used in a and manner by areas.
effective language sentence or answering Identifying Complete given
use. passage. questions words that tell sentences with
how, how how, how adverbs.
often, when, often, when or
where. where.

How: The Formulating a

athlete ran definition for
quickly adverbs.

How often: Making up

The sun shone sentences using
daily. given adverbs.

When: Sherry
will arrive
tomorrow.

Where: The
cat strolled
outside.

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KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Conjunctions Recognise and use Writing concise Willingness to Conjunctions Reading given Underline Apply the skill in
conjunctions to sentence through be creative and are words that sentence. conjunction in all other subject
show the the use of to try out connect other given sentences. areas.
relationship conjunctions. things. words or Identifying
between words or groups of words that Use conjunctions
groups of words in words. connect to join sentences
sentences. sentence. orally and
Some written.
conjunctions Making
in sentences sentences with Make sentence
and, but, conjunctions. in pairs, then
because, who, join each pair to
which. Defining make one
conjunctions. sentence.
Direct Present direct Writing dialogue Show There is a Illustrating how Write a short All areas of the
Speech speech patterns in with the required confidence and certain to:- story about a dog curriculum where
standard forms for punctuation consistency in standard form that got away lifted or quotation
efficient and marks correctly using direct of presenting Place end stops from its kennel marks can be
effective writing. placed. speech patterns. direct speech and commas and created made use of.
patterns. within the lifted havoc in his
commas. street. Be sure to
Quotation use dialogue.
Marks are Using a comma
used to mark or commas to Let your class
off words of separate exact listen as you tell
the original words of a about a
speaker or speaker from discussion or any
writer. the rest of the situation where
sentence, dialogue was
except when used.
the sense of the

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 OBJECTIVE METHOD/
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We use double sentence Read a text, then
quotation requires some punctuate it
marks: the other mark. correctly.
first set marks
the beginning Illustrating that
of the quoted a quotation may
text and the be broken by
second set explanatory
marks the end: words.

(a) "I'd like to Illustrating that

try," said when the direct
Alice. words are
broken by
(b) Simone explanatory
said words then an
timidly, "I extra set of
think I quotation marks
have the must be used.
answer."
Illustrating that
(c) "Why," he in continuous
asked, writing such as
"didn't you stories with
tell me?" conversation, a
new paragraph
When a must be started
quotation is for a new
broken as in speaker.
(c) above, it is
continued

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without the
first word
being
capitalised.

When the
quoted piece
has two
sentences and
the writer
chooses to
separate them,
each section
must have its
first letter
capitalised
e.g. "I'm sorry
to be late!"
exclaimed
Alice. "Have
you been here
long Queen of
Diamonds?"

All end-stop
marks are to
be placed
within the pair
of quotation
marks.

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 OBJECTIVE METHOD/
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(a) "Come!"
Simon
shouted.

(b) "Please for

some
food,"
requested
Ingrid.

(c) "Are you

well
today?"
asked
Pam.

(d) Jane said,

"I saw you
kick the
dog."

Commas are
placed within
the quoted text
e.g. "Here is
your
umbrella,”
said Simon.

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 LANGUAGE ARTS CURRICULUM GUIDE
LEVEL 4
VOCABULARY

OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Alphabetical Arrange words Locating words Have a sense of Words are Identifying Make a personal Place content
Order according to according to order/ arranged given words. dictionary. words in
dictionary/ alphabetical arrangement. according to alphabetical
alphabetical order sequence first, the alphabet Reading given Make a book order.
such as those in second and third Take turns sequence for words. - Words I
the dictionary, word. where easy location. know (must Use dictionary
thesaurus, necessary. Arranging be done in and encyclopedia
encyclopedia and e.g. given words alphabetical to find content
telephone Appreciate why (a) first letter according to the order) related words.
directory. things are 1. music, alphabet
placed in dance, - first letter
specific hammer, pan, - second
sequence. song. letter
- third letter
(b) second
letters Using the
1. lent, live, dictionary to
look, luck. find words.

(c) third letters

1. made, mast,
mat, maze

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Syllables Recognise that Identifying given Speak and read Words can be Identifying Arrange a set of Identification of
Syllabication is an words in with easily given words. words in content words
important syllables. confidence. identified and syllables. through
approach to the pronounced Looking at syllabication.
identification of Pronounce when they are words and Identify the roots
words. words correctly. broken up into naming the of given words.
syllable/parts. roots of these
Attack words words.
independently. Syllables are
the small parts Identifying the
a word is prefixes of
broken up into given words.
e.g.
(a) patrol Identifying the
pat-rol suffixes of
given words.
(b) accident
ac-ci-dent Breaking up
whole words in
(c) pedestrian parts for
pe-des-tri-an identification.

(d) safety
safe-ty

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 OBJECTIVE METHOD/
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KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Words with Recognise that Using words in Develop an Some words Identifying Compile a word Use specific
multiple some words have the correct enriched have more words with list/book. content words in
meaning multiple meanings context. vocabulary. than one multiple all core areas.
and should be used meaning. meanings. Play a game
correctly in Selecting the Make informed e.g. “What is the
context. best word for use choices. leaves, fly, Reading words answer”
in sentences. jumps, line with multiple
meanings.
e.g.
(a) The boy Locating the
leaves home meanings of the
early. specific words.

(b) The leaves Comparing the

are green. words with the
specific
2. sentences.
(a) The fly is
an insect. Making
sentences using
(b) Birds fly. words with
multiple
e.g. To look - meanings.
Telling the
time - Explaining the
function of
Answer: each word in its
watch. context.

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 OBJECTIVE METHOD/
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Making a book
with these
words (multiple
meaning).
Synonyms Use a variety of Using synonyms Appreciate the Synonyms are Defining Make a
words that are to give clarity to use of new words which synonyms. (a) chart
alike to produce writing. words. are similar in (b) personal
meaningful pieces meaning. Identifying book
of writing. Develop e.g. synonyms.
independence enemy – foe Complete given
and self halt – stop Using exercise.
determination. incorrect – dictionary to
wrong verify pairs of
Use words assist – help synonyms.
competently.
Write Completing
Make informed synonyms for sentences using
choices. the words the synonym of
underlined words
underlined.
(a) The man
is rich. Matching
(b) The old words with
man is synonyms.
weak
Compiling a
chart of words
and synonyms.

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 OBJECTIVE METHOD/
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Antonyms Use antonyms Writing the Appreciate why Antonyms are Identifying Make a Science
effectively in opposites of variety is words that are words and their 1. chart Scientific terms
speech and words to change important. opposite in opposites. 2. personal book transparent e.g.
writing. the meanings of meaning. of antonyms. opaque.
sentences. Develop an e.g. Reading words
interest in tall – short and opposites. Mathematics
acceptance. beautiful – The opposite of a
ugly Making is a _____.
black – white sentences using
words and their
Write the opposites.
opposite of the
word Matching
underlined: words with
their opposites.
The man was
dark in Substituting
complexion. words for their
opposites.
Opposites
with prefix: Making a chart
un, dis showing words
happy – and their
unhappy opposites.

fair – unfair
appear –
disappear
obey –
disobey

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 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Homophones Select specific Using correct Distinguish Homophones Identifying Use specific Use words
homophones homophones in between are words with homophones. homophones to correctly in all
which have the sentences. similarities. the same complete content areas.
same sounds but sound but Explaining each sentences.
different spelling Make correct different in word and its
and meaning for decisions. spelling and function.
efficient use of meaning.
vocabulary in Make informed e.g. Making
speech and choices. not – knot sentences using
writing. hear – hair homophones.
new – knew
Completing
Put in the sentences using
correct word: homophones.
1. John bought
a ____ car. Making a word
(new, knew) list of
homophones.
2. I stood
____ for a
long time.
(hear, here)

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 OBJECTIVE METHOD/
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KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Animal Recognise that all Using the correct Appreciate all Animals make Identifying/  Making a Science
sounds animals make vocabulary to forms of sounds. name animals. chart with - Character-
sounds which are indicate the communication. e.g. animals and istics of
important for sounds of dog – barks Making the their sounds. Animals.
identification. animals in Respect each snake – hisses sound of  Completing a - Animals and
speech and other’s frog – croaks animals. crossword their sounds.
writing. contributions. donkey – puzzle on
brays Matching animals and
horse – neighs animals with their sounds.
lion – roars their sounds.  Playing a
matching
Complete the Making a chart game on
given showing animals and
sentences animals and their sounds.
(a) We heard sound.
the ___ of the
lion. Completing
(b) The frogs given
____ all night sentences.
long.

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 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Animal Recognise that Using the correct Treat homes of Animals have Identifying and Making a chart Science
Homes animals have vocabulary to all with respect. homes. naming showing familiar Characteristics of
homes with indicate the e.g. animals. animals and their Animals
specific names and homes of Appreciate dog- kennel homes. - Animals and
these become animals in beauty and bird – nest Matching their homes.
important for the speech and variety. pig – sty animals with
use of specific writing. horse – stable their homes.
vocabulary in Be independent. rabbit –
speech and burrow Making a chart
writing. Use specific bee – nest showing
vocabulary. animals and
Which their homes.
animals live in
these Completing
places/homes. given sentences
putting
(a) aviary homes/animals.
(b) aquarium
(c) apiary
(d) byre

Complete
these
sentences:
1. A place
where ___ are
kept is called
a sty.

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 OBJECTIVE METHOD/
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KNOWLEDGE SKILLS ATTITUDE STRATEGIES
2. We visited
the stable and
saw many
____.

Suffix Show Using specific Develop an Suffix is a Identifying and Compile a word
understanding that words attitude for word, part of a reading given list.
words can change competently in discovery. word that is words.
their meaning if speech and placed at the Complete given
suffixes are added writing. Be creative. end of another Identifying and exercises.
to them. word and pronouncing
changes its suffix.
meaning or
use. Defining the
term suffix.
Suffixes – er,
or, y, ful, ness, Making new
ment words by
e.g. adding suffix.
football –
footballer Compiling a
paint – painter word list with
act – actor words and
conduct – suffix.
conductor
peace – Constructing
peaceful sentences using
entertain – words with
entertainment suffix.

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 OBJECTIVE METHOD/
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e.g. A person
who plays
football is
called a
footballer.
Abbreviation Be informed that Identifying Work co- Some words Identifying Write All curriculum
some words can be abbreviated operatively in can be written given words. abbreviations for areas.
written in a words and groups. in a shortened a given list of
shortened form writing the form. Reading given words such as
and knowledge of whole words for Show words. (i) Street -
these forms are given understanding Abbreviation (ii) January –
necessary for abbreviations of word forms. is the Writing the (iii) Sunday –
quick also using the shortened shortened form
identification and words in form of a of the given
comprehension. sentences. word. words.
e.g.
January – Jan Completing
Tuesday - sentences
Tues putting in the
Metre – m abbreviation
Minutes – form of words
mins underlined.
Streets – st
Kilometre – Writing in
km extended form
Doctor – dr for abbreviated
Hire purchase words.
– hp

106
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Write in
extended
form:
(a) H.M –
Headmaster
Head-Master/
Head-Mistress

(b) instal -
instalment

(c) deci –
decimal
Contractions Show awareness Constructing Demonstrate an Contraction is Defining the Make a chart Use appropriate
that specific words contractions and understanding the joining term with word forms in all
can be combined using them of word forms. together of contraction. contractions. core areas.
using an appropriately in two words to
apostrophe to form sentences. form one Identifying Complete given
one word which is word. contractions. exercises
important for e.g. involving the
appropriate use of cannot – can’t Making work of
words in speech do not – don’t sentences using contractions.
and writing. does not – contractions.
doesn’t
are not – Completing
aren’t sentences
have not – putting in
heaven’t contractions.
did not –
didn’t.

107
 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Complete Writing the
sentences expanded form
putting in the of contractions.
contraction of
the words Writing pairs of
underlined. words in
e.g. contraction
1. The girl did form.
not go to the
market. Completing
sentences with
2. The contractions.
children are
not going to
the park.

Simile Show awareness Identifying Develop a sense Similes help Defining the Write short Use similies in
that similes are similes in of close to show term simile. paragraphs using descriptive
used to indicate writing. relationship. comparison similes of writing in the
comparisons between two Explaining the favourties following core
between two Using similes in Respond unlike things comparison poems. areas
unlike things and speech and positively to that are alike between two - Science
use of this device writing to give similarities and in some unlike things. - Social Studies
is necessary for clear differences. respect
effective speech descriptions. e.g. Reading and
and writing. (a) as heavy as writing similes.
lead.
Completing
(b) as light as sentences using
feather similes.

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 OBJECTIVE METHOD/
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KNOWLEDGE SKILLS ATTITUDE STRATEGIES
(c) as green as Making
grass sentences using
similes.
Complete
these Identifying
sentences. similes in
paragraphs and
1. The book discussing its
was as light as effect in each
_____. case.

2. The water Materials

in the pot was - strips with a
as ____ as variety of
crystal. similes.
- Paragraphs
with
similes.

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 OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Words and Recognise that Researching and Use the The story Identifying Find the Researching word
origin some words that writing the dictionary as a about words. given words. meaning of origin in the
are used daily origin of given resource given words and various core
originate from words. material. What the term Pronouncing their origin. areas.
countries other origin means. words
than England. Look at words Words e.g. correctly. Compile word
critically. 1. Trench – list showing this
chef, Check origin e.g.
Willingness to restaurant, dictionary for French, Dutch,
conduct choux pastry. the meaning Italian, Spanish,
research on and origin of Old English.
unfamiliar 2. Italian – words.
words. spaghetti
pasta, pizza. Making a
personal
3. Spanish – dictionary of
spaniel words and their
origin.
4. Dutch -
spangle Explaining the
words to pupils.
5. Old English
– spark, Materials
Dictionaries.
6. Chinese –
chop – suey
chow.

110
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